Christian Religious Studies CRS Scheme of work for SSS 3. SS3 Schemes of Work/Syllabus CRS for Secondary School – Schemeofwork.com
SSS 3 CRS Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of SS1 and SS2 work | By the end of the lesson, students should be able to; -Recall topics learnt in SSl -Recall topics learnt in SS2 | i. Learners pair up to share stories in the Bible. ii. Students as a class discuss topics from the selected Epistles iii. Learners in small groups engage in intergroup questions. | i. Communication and collaboration ii. Critical thinking and problem solving iii. Leadership and personal development. v. Citizenship. . | AUDIO VISUAL RESOURCES The Holy Bible RSV) |
| 2 | Mock | Examination | students are engaged with examination questions | Critical thinking and Problem solving | |
| 3 | Mock | Examination | students are engaged with examination questions | Critical thinking and Problem solving |
| 4 | The Baptism of Jesus Christ and His Temptations | By the end of the lesson, students should be able to: -Summarize the Bible. passages -Explain the meaning of Baptism Com pare the different account of the temptation of Jesus Christ -Deduce from the passage how Jesus overcame the temptations to sin – List temptations faced by young in the world today | i. Learners as a class watch a video account of Jesus’ Baptism, and Temptation. ii. Learners in small groups discuss his Baptism and the different accounts of his temptation. iii. Learners in small groups brainstorm on different ways Jesus overcame His temptations to sin, iv. Learners pair up to tabulate some of the temptations faced by young people in the world today and how to overcome such temptations. | i. Communication and collaboration. ii. Citizenship iii. Creativity and imagination iv. Leadership and personal development | AUDIO VISUAL RESOURCE – The holy bible -Pictorial of the Baptism of Jesus – Students describe their personal experiences to temptations and how they overcame WEB RESOURCE https://www.momonchannel.org/watch/series/bible-videos/ |
| 5 | Call to Discipleship Mritt4:18-25, 9:9-13, 10:1 -4, Mk. 1:16-20, 2:13-17, Lk. 5:1-11. | By the end of the lesson, students should be able to: – Describe a disciple – List the names of the disciples of Jesus -plain the importance of the call of disciples to the ministry of Jesus Christ. -Point out the response of the disciples – Discuss what should be their attitude and response to God’s call – List factors that can militate against discipleship | i. Learners as a class discuss discipleship. ii. Learners in small groups do a crossword puzzle on the disciples of Jesus. ii. Learners in small groups role-play how Jesus calls His disciples and their various responses. iv. Learners pair up to discuss the right attitude and response to God’s call and the factors that can militate against discipleship | i. Communication ii. Collaboration. iii. Leadership and personal development skill | LOCAL MATERIALS -The holy bible |
| 6 | Matt 10:1-15 Mk 6:7-13 Lk 9:1-16 Lk 10:1-20 | By the end of the lesson student should be able to: -Summarize the Bible passages | i. Learners as a class brainstorm on the mission of the disciples and the seventy. | i. Communication and collaboration |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| -Explain the differences the synoptic accounts ofthe two missions -Point out the differences in the instructions given to the twelve end the seventy – Identify the achievements of each mission and its sign finance. | ii. Learners in small groups differences between the two missions in terms of the nature, instructions, significance and outcome. iii. students in small groups complete a doze test on the Bible passage. | ii. Digital literacy iii. Critical thinking and problem solving. iv. Leadership and personal development. | AUDIO VISUAL RESOURCE The holy bible – Pictures of Missionaries | ||
| 8 | The Arrest and Trial of Jesus Christ Math 26:36-75, Mk 14:53-75, Lk 22:66-71 Christ before Pilate Matt27:11-31, Mk 15:1-16 Lk 23:1-17 ,14 Christ before Herod Lk 23:6-12 | By the end of the lesson, students should be able to: -Summarize the Bible passage -Explain the reactions of Jesus to various accusations – Discuss how fair the verdict was in view of the evidences | i. Learners in small groups watch a documentary on Jesus arrest and trial ii. Students in small group the arrest and trial of Jesus iii. Learners in small group tabulate the three authorities that tried Jesus Christ and n reactions to the various accusations against iv. Students pair up to examine the verdicts and their demerits v. Individual students share the class some controversial in the contemporary world. | i. Communication and collaboration, ii. Digital literacy iii. Critical thinking and problem solving. iv. Leadership and personal development. | The Holy Bible -The film show of Jesus of Nazareth’ WEB RESOURCE https://www.mormonchannel. org/ watch/series/bible- videos/ |
| 9 | Crucification Death and Burial of Jesus Christ | By the end of the lesson, students should be able to: -Read the narrative from the synoptic gospel • Recount the process of crucifixion -Mention those present at Jesus burial -Point out the significance of Jesus death on the cross for the salvation of human race | i. Learners as a class watch documentary on the crucification death and burial of Jesus Christ. ii. Students in small groups discuss the crucifixion, death and burial of Jesus Christ. ii. Students pair up to do an artistic impression of the crucifixion, death and burial of Jesus Christ. iv. Students pair up to discuss the significance of Jesus Christ on the cross for the salvation of the whole world. | i. Communication and collaboration, ii. Digital literacy iii. Critical thinking and problem solving. iv. Leadership and personal development. | The holy Bible song WEB RESOURCE https://m.youtube.com>Watch |
| 10 | Resurrection of Jesus and His Ascension Matt 28:1-10 Mk 16:1-14 Lk24:1-35 1Cm 15:3-8 1 CorlS:12-20 | By the end of the lesson, students should be able to: -Read and summarize the Bible passages -Relate the synoptic account of the resurrection of Jesus Describe the activities dl the women in the resurrection Story -Explain the significance of the resurrection to the Christian faith | i. Learners as a class watch a documentary on the resurrection and ascension of Jesus Christ ii. Learners in small groups discuss the activities and significance of women in the resurrection story iii. Individual students imagination retell the story own words v. Students pair up to sham the significance of the resurrection to the Christian faith. | i. Communication and collaboration, ii. Digital literacy iii. Critical thinking and problem solving. iv. Leadership and personal development. | WEB RESOURCES – The Holy Bible – Bible pictures of His resurrection |
| 11. | Revision | ||||
| 12-13 | Examination |
ACHIEVEMENT STANDARDS FOR SS2 THIRD TERM
At the end of third term, students are able to:
- Mention the disciples of Jesus Christ and the role they play in his ministry.
- Give account of the arrest and trial of Jesus Christ.
- Explain the reaction of Jesus to the accusation laid against him
- Narrate the event of Jesus crucifixion, Dead and burial point, but the significance of the death of Jesus
- Christ on the cross for the salvation of human race.
- Describe the activities of the women in the resurrection story.
Explain the significance of resurrection to the Christian faith.
Christian Religious Studies CRS Scheme of work for SSS 3. SS3 Schemes of Work/Syllabus CRS for Secondary School – Schemeofwork.com
Christian Religious Studies CRS Scheme of Work SSS 3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/Revision of last term’s examination | ||||
| 2 | Communion and Fellowship Acts 1:15-26 Acts 2:41-47 Acts 4:32-37 Acts 5:1-11 Acts 6:1-6 | By the end of the lesson, students .should be able to: -Read the Bible passage -Describe the process by which Matthias was elected as a successor of Judas -Identify the characteristics of the early Christian community – Explain the problems of the early Christian community – Discuss the qualification and the appointment of the seven deacons. | i. Learners n small groups share experiences of communism, leadership, succession and fellowship in their churches. ii. Students as a class discuss communism, leadership, succession and fellowship in the early church using the Bible account. iii. Students in small groups discuss Matthias is election and succession to Judas. v. Learners pair up to tabulate the characteristics of the early church and the appointments of the seven deacons. | i. Communication and collaboration. ii. Creativity and imagination. iii. Citizenship iv: Leadership and personal development. | AUDIO VISUAL RESOURCES -The Holy Bible – Picture of people worshiping God |
| 3 | The Holy Spirit at Pentecost Acts 1:8 Acts 2:1-13 Acts 2:144 | By the end of the lesson, students should be able to: -Recognize that the coming of the Holy Spirit wasthe fulfillment of the promise of Jesus to the disciples -Identity with the signs associated with the Holy Spirit -Point out the point Peter made in His sermon -Recognise the fact that the Holy Spirit is still at work today | i. Learners as a class brainstorm on the Holy Spirit at Pentecost. ii. Students in small groups share with the class real stories of encounters with the Holy Spirit in their church. iii Learners in small groups discuss the fulfillment of the coming of the Holy Spirit and the signs associated with the Holy Spirit iv. Students pair up to point out how the Holy Spirit works in the life of all Christians in the contemporary world. | i. Communication and collaboration. ii. Creativity and imagination. iii. Citizenship iv: Leadership and personal development. | AUDIO VISUALRESOURCES -The holy bible |
| 4 | By the end of the lesson students should be able to: -Describe Saul’s conversion and recognize its effect or the spread of Christianity | i. Communication and collaboration. ii. Creativity and imagination. iii. Citizenship iv: Leadership and personal development. | – The holy bible – Map of the Holy Land |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | By the end of the lesson, students should be able to: – Relate the mission of Peter In Lydia and Joppa – Read the passage -identify the key points of the mission of Peter to Lydia and Joppa | mission of Peter in Lydia and Joppa iii. Learners in small groups brainstorm on the acceptance of the Gentiles into the Christian community iv. Learners pair up to draw the events on cardboards. | |||
| 6 | Mission to the Gentiles Acts 9:32-42 Acts 10:1-48 Acts 11:1-18 | By the end of the lesson, students should be able to: -Relate the mission of Peter in Lydia and Joppa -The admission of gentiles into the church -Identify the key points of the mission of Peter to Lydia and Joppa | i. Learners as a class read and recall the passage ii. Learners as a class sketch the map that shows the itinerary of Peter. iii Learners as a class discuss The mission of Peter in Lydia and Joppa and they note the miracles in these cities by the hand of Peter. iv. Students pair up to discuss why the Gentiles had to be accepted into the Christian community | i. Communication and collaboration ii. Creativity and imagination. ii. Leadership and personal development. iv. Citizenship. | AUDIO VISUAL RESOURCES – The holy bible -Map of the Holy Land |
| 6 | Opposition to the Gospel message Acts 4:1-31. Acts 5:17-42 Acts 6:8-15. Acts 7:1-10 Acts 9:1-3 Acts 12:1-24 | By the end of the lesson, students should be able to -Read the passage and understand –Discuss the various types of opposition to the spread of the gospel -Discuss Herod’s opposition against the gospel -Identify the accusations leveled against the apostles and their defense | i. Learners as a class share their evangelism experience. ii. Students as a class read and recall the passage. iii. Learners as a class discuss the various types of oppositions that make the gospel spread especially, Herod’s opposition. iv. Students pair up to identify and explain the accusations leveled against the apostles and their defense. v. Students pair up to create a digital album of oppositions. | i. Communication and collaboration. ii. Creativity and imagination. iii. Citizenship iv: Leadership and personal development. | AUDIO VISUAL RESOURCES – The holy bible -Picture of Saul penetrating the Christians -Pictures of people stoning Stephen. WEB RESOURCE https://www/momonchannel.org/watch/series/bible-videos/ |
| 7 | MID TERM BREAK | ||||
| 8 – 9 | REVISION | ||||
| 10 | REVISION | ||||
| 11 | EXAMINATION | ||||
| 12 | EXAMINATION |
Christian Religious Studies CRS Scheme of work for SSS 3. SS3 Schemes of Work/Syllabus CRS for Secondary School – Schemeofwork.com
ACHIEVEMENT STANDARDS FOR SS3 SECOND TERM
At the end of third term, students are able to:
- Narrate the election of Mathias as a successor of Judas Iscariot m corded in the book of Acts of Apostle’s, Acts 1:15-26, 2, 41-47).
- Identify the characteristics of early Christian community:
- Recognize the coming of the Holy Spirit as the fulfillment of the promise of Jesus to the Disciples and
that the Holy Spirit is still at work. - Describe the conversion of Saul to Paul and is effect on the spread of Christianity
- Identify various type of opposition that helps the spread of the Gospel.
- Discus Herod’s opposition to the spread of the Gospel and its consequences.
